Rainbow Out Of School Clubs - Leigh

Rainbow Out Of School Clubs - Leigh

Unique reference number (URN): 2789822 Address: Leigh Primary School, The Green, Leigh, Tonbridge, TN11 8QP Type: Childcare on non-domestic premises Registered with Ofsted: 18/04/2024 Registers: EYR, CCR, VCR Registered person: Rainbow Out of School Clubs Ltd

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, children are made safer and feel safe.

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How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The setting has an open and positive culture of safeguarding. Not met: The setting has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Inclusion Strong standard

Leaders and staff know children very well. They gather detailed information from parents, school staff and previous settings to understand each child's starting points, including those who are disadvantaged, those with special educational needs and/or disabilities (SEND), and those known to children's social care. This enables staff to identify individual needs quickly and take thoughtful, well-targeted action to reduce barriers to participation.

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Inclusion Strong standard

Inclusive practice is embedded across the setting. Staff use visual prompts, differentiated language and quieter spaces consistently so that children with SEND can regulate their emotions and communicate confidently. Activities are adapted skilfully so that all children, regardless of age or need, can join in meaningfully. For example, staff adjusted language and support during junk modelling so that children with different communication needs could collaborate successfully.

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Inclusion Strong standard

Leaders maintain strong communication with families and external professionals. They meet termly with the school to review children's needs, share safeguarding information and discuss emerging concerns. When information is incomplete, leaders act swiftly to gather what they need to ensure children are well supported.

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Inclusion Strong standard

Staff receive high-quality, bespoke training, including sessions focused on wraparound care and inclusive practice. This strengthens their confidence and skill in meeting a wide range of needs. As a result, children experience a setting where they are valued, included and able to participate fully.

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Leadership and governance Strong standard

Leaders have a clear and accurate understanding of the setting's strengths and priorities. They use detailed knowledge of children and families to make decisions that support children's wellbeing, particularly those who are disadvantaged, those with special educational needs and/or disabilities (SEND), and those who face other barriers. Leaders act swiftly when information from school or parents is incomplete, ensuring staff have what they need to support children effectively.

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Leadership and governance Strong standard

Staff well being is prioritised. Regular supervisions and additional wellbeing calls help leaders understand staff workload, personal circumstances and training needs. Staff report feeling valued and well supported. Leaders provide a wide range of professional development, including bespoke training tailored to wraparound care and SEND, which strengthens staff confidence and practice. As a result, staff are equipped to meet the diverse needs of children.

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Leadership and governance Strong standard

Partnership working is a notable strength. Leaders meet regularly with school staff to share safeguarding information, discuss children's needs and review emerging concerns. They also communicate closely with families, offering home visits and collecting detailed starting point information to build strong relationships.

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Expected standard

Policies and procedures are up to date and continue to be refined to improve clarity and accessibility. Leaders' reflective approach ensures that systems develop in the best interests of children and that practice remains consistent across the team.

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Behaviour, attitudes and establishing routines Expected standard

Children behave with kindness and consideration. They understand the club's expectations because routines are generally clear and familiar. Staff model calm, respectful interactions, and children learn to collaborate, take turns and resolve minor disagreements. Older children often support younger ones, contributing to a warm, family like atmosphere.

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Behaviour, attitudes and establishing routines Expected standard

Transitions from school to the club are typically smooth. Staff gather information from teachers at collection time, helping children feel settled as they arrive. Attendance is monitored carefully, and staff follow up promptly if a child does not arrive as expected.

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Behaviour, attitudes and establishing routines Expected standard

Snack time is lively and sociable, and children enjoy helping one another. However, routines during this period are not yet fully embedded, and the small space means that younger children sometimes crowd together or talk over one another. Staff responses to low level behaviour vary, and expectations are not always reinforced consistently. For example, occasional pushing in the small space was not addressed consistently, which means that children do not always receive clear, predictable messages about behaviour.

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Behaviour, attitudes and establishing routines Expected standard

Staff take children's ages, stages and individual needs into account when guiding behaviour. Adjustments, such as quieter spaces or alternative ways to join group activities, help children with special educational needs and/or disabilities (SEND) participate confidently.

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Behaviour, attitudes and establishing routines Expected standard

To reach the strong standard, leaders need to ensure that behaviour expectations and routines are applied consistently across all staff and sessions.

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Children's welfare and wellbeing Expected standard

Children's welfare is central to daily practice. Staff build warm, trusting relationships that help children feel secure and valued. They notice when children need comfort, rest or quieter spaces and respond sensitively. Children with special educational needs and/or disabilities (SEND) receive thoughtful adjustments that help them regulate their emotions and participate fully.

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Children's welfare and wellbeing Expected standard

Children learn about keeping themselves safe, including when moving between indoor and outdoor areas. Staff supervise effectively and communicate via walkie-talkies to ensure children are always accounted for. Older children help younger ones during routines, such as snack time, reinforcing a sense of community and responsibility.

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Children's welfare and wellbeing Expected standard

Children are supported to understand healthy choices, and snack time provides opportunities for social interaction. However, routines during this period are not yet consistently calm or predictable, and the small space means that younger children sometimes become lively or crowd together during busy moments. Staff support varies at these times, which means that children's emotional wellbeing is not always supported as proactively as required. As a result, children occasionally experience unsettled moments, where they need clearer guidance or calmer routines.

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Children's welfare and wellbeing Expected standard

Leaders prioritise staff wellbeing, which contributes to the positive environment children experience. Regular supervisions and wellbeing check ins help staff feel supported and confident in their roles. To reach the strong standard, leaders need to ensure that daily routines, particularly during busier periods, are embedded consistently so that children's emotional wellbeing is supported as effectively as possible.

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Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

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Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

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Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

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Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

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What it's like to be a child at this setting

Children arrive happily and settle quickly into the calm, familiar routines that help them move smoothly from school into the club. Staff greet them warmly, gather relevant information from class teachers and check in sensitively with children, who may need reassurance after a busy school day. Children feel safe because staff know them well and respond promptly when they need comfort, rest or quieter spaces. This includes children with special educational needs and/or disabilities (SEND), disadvantaged children and those who face other barriers to their wellbeing.

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What it's like to be a child at this setting

Children form positive friendships across age groups. They collaborate naturally, sharing ideas and helping one another during activities, such as junk modelling, imaginative play and outdoor exploration. Older children often support younger ones, creating a family like atmosphere, where children feel they belong. Children requiring additional support are included fully in routines and play, with staff checking in regularly to ensure they feel secure and confident.

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What it's like to be a child at this setting

Children enjoy choosing from activities that reflect their interests. For example, groups of children created a puppet show, writing scripts and designing props, while others explored the garden, testing homemade kites and discussing how to improve them. Staff adapt activities thoughtfully so that all children can participate meaningfully, regardless of age or need. Visual prompts, differentiated language and quieter spaces help children with SEND communicate and regulate their emotions.

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What it's like to be a child at this setting

Snack time is sociable and lively. Children use tongs to select food, chat about their day and help one another. Staff reinforce safe routines and encourage children to make healthy choices. Children talk openly about their feelings, supported by staff who model calm, caring interactions. They know they can choose quieter areas, when they need space, and staff check in sensitively to ensure they feel comfortable.

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What it's like to be a child at this setting

As a result, children experience a nurturing environment, where they can relax, play and develop confidence, independence and a strong sense of belonging.

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Next steps

Leaders should ensure that behaviour expectations and routines are applied consistently across all staff, so that children experience calm, predictable transitions and snack time routines. Leaders should embed daily routines more securely, so that children's emotional wellbeing is supported proactively during busier periods.

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Address:

Leigh Primary School The Green, Leigh Tonbridge TN11 8QP

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Rainbow Out of School Clubs Ltd

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Address:

Operating hours: Tuesday,Wednesday,Thursday : 15:00 - 18:00,Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 08:30

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Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

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About this inspection

The inspector spoke with the owner, the designated safeguarding lead, manager, staff and children during the inspection.

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About this inspection

We carried out this inspection under sections 49 and 50 of the Childcare Act 2006 on the quality and standards of provision that is registered on the Early Years Register. The registered person must ensure that this provision complies with the statutory framework for children's learning, development and care, known as the early years foundation stage.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

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Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The setting is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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